Marie le Henaff, Grégory Liard. Exhibition Transfert, 2011. Photo credit: Olivier Vary.


ART "Specific areas

Just like the town of Le Havre, ESADHaR is constantly changing and offers a terrain, which is particularly favourable for experimentation. This particularity leads to political, critical, social, geo-artistic and ecological questioning of the work in the global artistic context. Beyond the local situation, the students of the school are confronted with other cultures and territories, such as for example Iceland, England and China.

The Art department, Programme: Specific Areas, aims at training designers engaged with their time. The special features of this training lies in an offer of intervention on sites outside the workshop space without exclusivity of medium (painting, sculpture, photo, video, installation, performance, sound, writing, multi-media, etc.). This freedom of movement takes advantage of the opportunities offered by an abundant local context: historical, social, economic, urban, etc. The specific areas, strong by their multitude, are a constant source of creation. They also open up the possibility of dedicating temporarily — or on a permanent basis — very different kinds of places for presentation of works (museums, art centres, industrial sites, harbour areas, etc.). Locatedin the extension of in-situ or « contextual art », this questioning widens when examining the terms of the exhibition: from the design of the pieces to the post-production, through their mediation.

Finally, the Le Havre site of ESADHaR is strongly committed to the issue of publishing strengthened by its backing of the research team EDITH (ESADHaR’s research group devoted to desktop publishing by publishing, exhibiting and questioning the publishers) and by its natural connections with the « graphic design » department and Master of Creative Writing (ESADHaR/university of Le Havre). This interdisciplinary meshwork provides rich and endless opportunities for the development of innovative and ambitious projects.



The recognition of studies and diplomas is a prerequisite for a creation of a European space that is more open regarding education and training and designed to offer optimal mobility for students and teachers. The ECTS (European Credit Transfer System) is primarily a methodology to create transparency in the content of teaching and its assessment, to establish the conditions necessary for reconciliation between institutions and to widen the range of choices available to students.
The ECTS is based on three core elements: the information on study programmes and the students’ academic results, the mutual agreement (between the partner institutions and the students) and the use of ECTS credits (values that represent the students’ workload).

The ECTS is mainly centred on the students’ study programme. It allows the allocation of credits to the students on the acquisition of knowledge or skills defined beforehand and per subject (courses or workshops, mandatory or optional). The full-time work of a student during an academic year corresponds to 60 credits (thus 30 credits per semester). These credits may be allocated individually or collectively by the teachers according to the subjects taught.


Courses, workshops or disciplines are grouped into Educational Clusters. These Clusters are intended to structure the teaching by grouping similar or complimentary disciplines. Some of these Clusters are sub-divided into Teaching Units (U.E.).
The allocation of credits is carried out at the end of the semester per Cluster or Teaching Unit. To obtain the credits of a Cluster or a Teaching Unit, students must have at least a general average of 10 in this Cluster or Teaching Unit. During meetings within each Cluster (or each Teaching Unit when the Cluster is sub-divided into Teaching Units), all the teachers of the Cluster or the U.E. examine the possibility (or impossibility) and the conditions of remedial of the credits. The remedial conditions of the missing credits of the Clusters «Analysis and synthesis of research» and «Personal Research» are defined by the year coordinator.

The assessment criteria for the attribution of the grades (which can fluctuate depending on the nature of the courses or workshops) are: relevance of the answers to the proposed topics, quality of the work delivered, class attendance, quality of the personal approach, relevance of the references, quality of the oral and visual presentation of the work.


The grading scale is as follows:
18 to 20 – Excellent
16 to 17.9 – Very good
14 to 15.9 – Good
12 to 13.9 – Satisfactory
10 to 11.9 – Passable
9 to 9.9 – Insufficient work, passing is possible at the limit, but in danger
5 to 8.9 – Very insufficient work
0 to 4.9 – Failed or very bad

When students do not come to classes at all and they have no justification (such as a medical certificate, etc.), the teacher can put the word « ABSENT » instead of the grade. The absent student is considered non-enrolled in the course, and therefore is not allowed to takethis course again and cannot be evaluated as part of this course during this semester.

Thirty credits must be obtained per semester. Surplus credits through participation in additional optional workshops above the originally planned number, will not be counted.